The Effect of Fantasy Education Games on Educational Motivation and the Degree of Progression of Female Students in Mentally Undergraduate Elementary School in Kermanshah, Three District

The purpose of this study was to investigate the effect of fiction training games on academic motivation and the progress of students' mathematical lessons. The population of this study was 4th grade female students who were randomly selected in a primary school. Then, from this elementary school, two classes were randomly selected. From this population of 64, two groups (one experimental group and one control group) were selected by cluster sampling and semi-experimental method was used. The research tool was (a) Hartler's Educational Motivation Standardized Questionnaire, (B) Teacher Teaching Build. In order to obtain its reliability and validity, Cronbach's alpha for analytic motivation was used for academic motivation. These coefficients are less than 0.09 and more than 0.07. Also, the mathematical lesson score at the end of the imaginary educational game as an index of academic motivation was used. Statistical analysis was performed using SPSS software. The results showed: (a) there is a significant relationship between fiction training and mathematical education, (b) there is a significant relationship between imaginative learning and academic motivation. The results of regression analysis indicated that the predictive imaginary teaching game is part of the academic achievement in the mathematical course.